Research Methods in the Study of L2 Writing Processes

Editors

Rosa M. Manchón | University of Murcia

Julio Roca de Larios | University of Murcia

Hardbound – Available

ISBN 9789027214102 | EUR 105.00 | USD 158.00

Paperback – Available

ISBN 9789027214096 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027249487 | EUR 105.00/36.00*
| USD 158.00/54.00*

This volume brings together the perspectives of new and established scholars who have connected with the broad fields of first language (L1) and second language (L2) writing to discuss critically key methodological developments and challenges in the study of L2 writing processes. The focus is on studies of composing and of engagement with feedback on written drafts, with particular attention to methods of process-tracing through data such as concurrent or stimulated verbal reports, interviews, diaries, digital recording, visual screen capture, eye tracking, keystroke logging, questionnaires, and/or ethnographic observation. The chapters in the book illustrate how progress has been made in developing research methods and empirical understandings of writing processes, in introducing methodological innovations, and in pointing to future methodological directions. It will be an essential methodological guide for novice and experienced researchers, senior students, and educators investigating the processes of writing in additional languages.

[Research Methods in Applied Linguistics, 5] 2023. vi, 387 pp.

Publishing status: Available

https://doi.org/10.1075/rmal.5

Table of Contents

Foreword

Alister Cumming | pp. 1–3

Introduction

Chapter 1. The study of L2 writing processes: Lines and methods of inquiry

Rosa M. Manchón and Julio Roca de Larios | pp. 6–31

Part I. Investigating writing processes: The overall picture

Chapter 2. Writing process studies. Struggling with complexities: Looking back, moving forward

Gert Rijlaarsdam, Elke Van Steendam and Daphne van Weijen | pp. 34–59

Chapter 3. Overview of methodological procedures in research on written corrective feedback processing

Yvette Coyle, Florentina Nicolás-Conesa and Lourdes Cerezo | pp. 60–81

Part II. Critical reflections on the affordances of data collection instruments and procedures

Chapter 4. Survey data: Questionnaires, interviews, and process logs

Sofia Hort and Olena Vasylets | pp. 84–103

Chapter 5. Verbally mediated data: Concurrent/retrospective verbalizations via think-aloud protocols and stimulated recalls

Ronald P. Leow and Melissa A. Bowles | pp. 104–122

Chapter 6. Verbally mediated data: Written verbalizations

Wataru Suzuki, Masako Ishikawa and Neomy Storch | pp. 123–140

Chapter 7. Direct observation of writing activity: Screen capture technologies

Jérémie Séror and Guillaume Gentil | pp. 141–160

Chapter 8. Using keystroke logging for studying L2 writing processes

Victoria Johansson, Åsa Wengelin and Roger Johansson | pp. 161–182

Chapter 9. Using eye tracking to study digital writing processes

Victoria Johansson, Roger Johansson and Åsa Wengelin | pp. 183–200

Part III. Critical reflections on the implementation of data collection instruments and procedures and on data analysis procedures

Chapter 10. Exploring the generation, development, and integration of argumentative goals in L1 and L2 composition processes: Methodological considerations

Julio Roca de Larios | pp. 202–223

Chapter 11. Affordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing

Aitor Garcés, Raquel Criado and Rosa M. Manchón | pp. 224–246

Chapter 12. Investigating cognitive processes during writing tests: Methodological considerations when triangulating data from eye tracking, keystroke logging, and stimulated recalls

Elisa Guggenbichler, Kathrin Eberharter and Benjamin Kremmel | pp. 247–268

Chapter 13. Methodology and multimodality: Implications for research on digital composition with emergent bilingual students

Mark B. Pacheco and Blaine E. Smith | pp. 269–291

Chapter 14. Setting up a coding scheme for the analysis of the dynamics of children’s engagement with written corrective feedback: Triangulating data sources

Yvette Coyle | pp. 292–314

Chapter 15. Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback: The affordances of online technologies

Natsuko Shintani and Scott Aubrey | pp. 315–336

Chapter 16. Analysing L2 writers’ processing of written corrective feedback via written languaging and think-aloud protocols: Methodological considerations

Sophie McBride and Rosa M. Manchón | pp. 337–363

Afterword

Charlene Polio | pp. 364–381

Index | pp. 383–388

Cited by (3)

Cited by three other publications

Gullberg, Kajsa, Victoria Johansson & Roger Johansson

2024. In Scriptura Veritas? Exploring Measures for Identifying Increased Cognitive Load in Speaking and Writing. Languages 9:3 ► pp. 85 ff.

Lázaro-Ibarrola, Amparo

2023. Child L2 Writers [Trends in Language Acquisition Research, 32],

Manchón, Rosa M. & Ronald P. Leow

2020. Chapter 14. An ISLA perspective on L2 learning through writing. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 335 ff.

This list is based on CrossRef data as of 22 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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